Creating Inclusive Laboratories Workshop for Lyman Briggs Biology GTAs&UGLAs

1. Creating Inclusive Laboratories Workshop for Lyman Briggs Biology GTAs&UGLAs Creating Inclusive Learning Environments Workshop for Lyman Briggs GTAs&UGLAs

2. Lyman Briggs College A residential learning community devoted to studying the natural sciences and their impact on society. Biology, chemistry, and physics laboratories are housed under the same roof as classrooms, faculty offices, and student residences.

3. Lyman Briggs College 2009 Freshman Class 81% Caucasian 7% Asian 6% Black 2% Hispanic 0.5% Native American 1% International 2% Unreported • 40% Male • 60% Female • 19% Honor’s College

4. Lyman Briggs College 2009 Freshman Class 81% Caucasian 7% Asian (5%) 6% Black (2%) 2% Hispanic (0.5%) 0.5% Native American (<0.5%) 1% International (<0.5%) 2% Unreported • 40% Male (40%) • 60% Female (60%) • 19% Honor’s College

5. Defining the Problem • Retention of underrepresented minority students in Lyman Briggs College remains a challenge and a focus of curricular reform and intervention efforts. • Undergraduate Learning Assistants (UGLAs) and Graduate Teaching Assistants (GTAs) play a vital role in the LB curriculum. • Yet, UGLAs and GTAs are not trained to recognize diversity and consider its implications for teaching and learning.

6. Creating Inclusive Laboratories Workshop for Lyman Briggs Biology GTAs&UGLAs Creating Inclusive Learning Environments Workshop for Lyman Briggs GTAs&UGLAs

7. Participant Demographics • 75 participants • 3 GTAs • Average< 1 year experience (range 0-3) • Race/ethnicity • >90% White • 1 student of each of the following ethnicities: Latino/a, Asian, African-American, Pacific Islander • Gender • 57% Female • 43% Male

8. LEARNING OBJECTIVESBy the end of the workshop, participants will… • Be able to define diversity • Understand how diversity affects teaching and learning. • Understand that a variety of teaching methods can reach a diversity of students. • Recognize the effects of diversity on student groups and group learning. • Be aware of unconscious bias and understand how it might affect grading. • Develop tools, strategies, and resources that can contribute to an inclusive laboratory environment.

9. Workshop Activities • Self-awareness Exercise (A.T. Miller Worksheet, UM) • Led by Kevin Johnston • Defining Diversity Icebreaker, Diversity Presentation, Student Narratives • Learning Disabilities and Physical Disabilities in the Classroom • Case Studies • Diversity and Group Learning Presentation • Brainstorming Session • Unconscious Bias • Connect clearly to grading

10. Self-Awareness in the Classroom • Describe what students and colleagues see when you step into a classroom on the first day — what will they first notice about you? • What additional information or impressions do you intend to give them? • How might reactions to you support or enhance your role in the class? • How might reactions be a challenge for you as you work with the class?

11. Self-Awareness in the Classroom What information about yourself do you share/plan to share in class (or in other teaching contexts)? _____socio-economic background ___family _____religious affiliation ___sexual orientation _____educational background ___teaching experience _____political views ___leisure activities _____opinions about materials ___popular culture opinions _____ethnic/racial background ___school experiences

12. Workshop Activities • Self-awareness Exercise (A.T. Miller Worksheet, UM) • Led by Kevin Johnston • Defining Diversity Icebreaker, Diversity Presentation, Student Narratives • Learning Disabilities and Physical Disabilities in the Classroom • Case Studies • Diversity and Group Learning Presentation • Brainstorming Session • Unconscious Bias • Connect clearly to grading

13. D I V E R S I T Y G A M E disability gender

14. Workshop Activities • Self-awareness Exercise (A.T. Miller Worksheet, UM) • Led by Kevin Johnston • Defining Diversity Icebreaker, Diversity Presentation, Student Narratives • Learning Disabilities and Physical Disabilities in the Classroom • Case Studies • Diversity and Group Learning Presentation • Brainstorming Session • Unconscious Bias • Connect clearly to grading

16. Constructive and Destructive Group Behaviors • Cooperating • Clarifying • Inspiring • Harmonizing • Risk Taking • Process Checking • Dominating • Rushing • Withdrawing • Discounting • Digressing • Blocking Brunt (1993). Facilitation Skills for Quality Improvement. Quality Enhancement Strategies. 1008 Fish Hatchery Road. Madison. WI 53715

17. Workshop Activities • Self-awareness Exercise (A.T. Miller Worksheet, UM) • Led by Kevin Johnston • Defining Diversity Icebreaker, Diversity Presentation, Student Narratives • Learning Disabilities and Physical Disabilities in the Classroom • Case Studies • Diversity and Group Learning Presentation • Brainstorming Session • Unconscious Bias • Connect clearly to grading

18. Assessment • Pre and Post workshop survey • How would you describe an “inclusive learning environment”? What characteristics contribute to an inclusive learning environment in biology laboratories? What characteristics detract from an inclusive environment? • Define diversity. • Explain how diversity is related to teaching. • Post-workshop brainstorming • End of semester survey

19. 2009 The objectives were clear.  The objectives were achieved. The instructional methods were effective. The activities gave me sufficient practice and feedback. The presenters were well prepared. The presenters communicated effectively. I will be able to use what I learned in this workshop. This workshop will change the way I conduct myself as a teaching assistant. % Agreement

20. 2010 The objectives were clear.  The objectives were achieved. The instructional methods were effective. The activities gave me sufficient practice and feedback. The presenters were well prepared. The presenters communicated effectively. I will be able to use what I learned in this workshop. This workshop will change the way I conduct myself as a teaching assistant. % Agreement

21. Most Valuable Aspects of Workshop • Importance of diversity in group work • Importance of diversity in learning • Increased awareness • Interacting with other GTAs/UGLAS

22. Least Valuable Aspects of Workshop • Length • Redundancy • Group activity • Diversity Game • Group activity (tower building)

23. Open-ended Responses • “I will make more conscious efforts to be inclusive of all my students and give them equal opportunities”. • “I am more aware of how I’m in an authority position and what I say and do affects the learning of the students”. • “It has taught me that what I do and say will have an effect on my students”. • “It made me aware of more responsibilities I will have to take to learn how to effectively reach all students.”

24. Post-workshop Brainstorming • Group management • Seek student feedback • Encourage listening and sharing • Share the value of diversity with students • Workshop for all incoming freshman • Ask for alternative solutions to problems in recitations • Define roles for active participation

25. Conclusions • Surveys and conversations with students suggest this was a valuable and well received experience. • Open ended responses and anecdotal evidence were not as positive as comments from previous workshop. • Discipline specific: Biology vs. Others • Effect of larger group • Participants sought more, specific teaching methods.

26. Future Directions • Reflection survey will be analyzed. • Understanding of diversity will be analyzed and compared to other methods of training. • Don Gillian-Daniel • Continue professional development of Lyman Briggs teaching assistants through training in CIRTL pillars.